Final Demo ni Verna Jell Agustin Sci.pdf

Final Demo Lp Example

1. SCHOOL BOLILA NATIONAL HIGH SCHOOL GRADE LEVEL 12
TEACHER VERNA JELL A. AGUSTIN LEARNING AREA SCIENCE
TEACHING DATES AND
TIME
FEBRUARY 24, 2025
7:45AM – 9: 45AM
QUARTER 4
th



I: OBJECTIVES
A. Content
Standards
Greek views of matter, motion, and the universe
B. Performance
Standards
No prescribe performance standards
c. Learning
d. Competencies/
Objectives
(LC CODE)
Explain what the Greeks considered to be the three types of terrestrial motion.

At the end of 1 hour discussion, the Grade 12 Ipil-Ipil students will be able to;
1. Identify key ancient Greek philosophers who contributed to the study of motion.
2. Visually represent different Greek views on motion through a simple storyboard.
3. Conduct simple experiments like dropping objects of different weights to test Aristotle's claims.

S11/12PS-IVa-36

II: CONTENT How we come to realize that the Earth is not the center of the Universe?
III: LEARNING
RESOURCES

A. References
1. Teacher’s Guide
Pages
Science in the Modern World (Physical Science) Textbook SHS
2. Learner’s
material page

3. Textbook pages

pp.129-132
4. Additional
materials from

GRADE 12
DAILY LESSON
PLAN

2. learning
resources (LR)
portal
B: Other Learning
Resources

PRELIMINARIES Classroom Daily Routine

a. Prayer
Let us all stand and pray.

b. Greetings
Good morning, class!


Before you take your seats, look around you and
pick up papers or trashes and put it on the
garbage can.

Okay, you may now take your seats.

c. Checking of Attendance
Is everybody’s present?

How are you today, class?
That’s good to hear

Did I give an assignment, class?





In the name of the Father of the Son and the Holy
Spirit. Amen

Good morning, ma’am Verna!
Good morning, classmates!

(The students will pick up garbage and will throw it
on the garbage sack).


Thank you, ma’am!


Yes, ma’am!

Varied answers


None ma’am





IV: PROCEDURES TEACHERS ACTIVITIES STUDENTS ANSWERS
A. Reviewing previous
lesson or
ELICIT:

Activity #1: UNSCRAMBLE ME!

3. presenting the new
lesson

The teacher will call 5 random students in the
class and identify the given words.

I have here a scrambled letters and all you need
to do is to unscrambled the given words and
write the correct answers.


1. STTOLEIRA
2. LLAEIOG AEIIGLL
3. YPHATSAROG
4. AAANXOGRSA
5. PRMAENDIES

Okay, very good. You’ve got it right.

What are those unscrambled words again?


Guide Questions:
1. What are your thoughts on these Greek
philosophers?


(The teacher will give an incentive as a reward to
those who participated in the activity.
Appreciation of students’ performance will be
observed. The rest of the students will be given a
chance on the next activity.)



Students raised their hands.







1. Aristotle
2. Galileo Galilei
3. Phytagoras
4. Anaxagoras
5. Parmenides



Aristotle, Galileo Galilei, Phythagoras, Anaxagoras,
Parmenides


Each of them made a contribution, ma’am.


B. Establishing a
purpose for the
lesson
ENGAGE:

Activity #2: MATCH ME

4. C. Presenting
examples/
instances of the
new lesson

The teacher will call 5 random students again in
the class and match column A with column B.

COLUMN A COLUMN B
1. Parmenides He is an Ancient Greek
philosopher and polymath.
2. Anaxagoras He was an Italian natural
philosopher, astronomer,
and mathematician.
3. Phythagoras He is an ancient Ionian
Greek philosopher and
founder of Pythagoreanism.
4. Galileo Galilei He was a Greek
philosopher of nature
remembered for his
cosmology and for his
discovery of the true cause
of eclipses
5. Aristotle He held that the
multiplicity of existing
things, their changing
forms and motion, but an
appearance of a single
eternal reality (being).













Okay, very good. You’ve got the correct answers.

Students raised their hands.


COLUMN A COLUMN B

1. Parmenides a. He is an Ancient
Greek philosopher and
polymath.




2. Anaxagoras
b. He was an Italian
natural philosopher,
astronomer, and
mathematician.


3. Phythagoras

c. He is an ancient
Ionian Greek
philosopher, polymath,
and the eponymous
founder of
Pythagoreanism.

4. Galileo Galilei d. He was a Greek
philosopher of nature
remembered for his
cosmology and for his
discovery of the true
cause of eclipses.


5. Aristotle
e. He was a Greek Pre-
Socratic philosopher
who lived 485 BCE.




1. E
2. D
3. C
4. B
5. A

5. D. Discussing new
concepts and
practicing new skill
#1

ACTIVITY #3: MAKE ME SIMPLE
The teacher will divide the class into two groups.
Each group will receive a blank sheet of paper
and a pen. They will have 2 minutes to create a
simple storyboard. After each group completes
the activity, they will choose one representative
to give a 1 minute presentation.

Each group will be graded with the given rubrics.

Scenario 1: A Ball Rolling Down a Hill
Scenario 2: A Ship Sailing on the Sea

The students will be given 1 minute to present
their storyboard.











Very good! Each group has a great presentation.


The students are doing their activity.



















Group 1
Scenario 2: A Ship Sailing on the Sea
Presentor: The ship remains calm in the water
because it is at rest, it’s natural state. However,
violent motion occurs when the ship’s sails fill with
wind, an external force that causes it to move.

Group 2
Scenario: A Ball Rolling Down a Hill
Presentor: When the ball is at the top of the hill, it’s
not in it’s natural place. It’s like it’s trying to get
back to where it belongs. That’s why it rolls down.

6. So, now, let’s proceed to our last activity which is
called YOU DO IT!
E. Discussing new
concepts and
practicing new skill
#2
ACTIVITY #4: YOU DO IT
The class will be divided into three groups. The
teacher will provide the following materials: ball,
feather, book

Each group will conduct a simple experiment
with a chosen object. They will observe and note
the differences in how the object falls when
dropped. They will have 2 minutes for the
experiment and 1 minute for discussion.

The students will be given 1 minute to present
their storyboard.



The students are doing their activity.





The students will present their activity.

7. F. Developing
mastery
EXPLAIN:
Since we are done to our activity. Let’s procced to
our formal discussion.

From the activity that given a while ago. What
will be our topic for today?

Okay, thank you. Our topic for today is all about
Ancient Greeks’ Views of Motion

When you hear. What come the word Ancient
Greeks’ Views of Motion. What comes first into
your mind?


The teacher will discuss first the Aristotle’s Types
of Motion.

Are you familiar with Aristotle?

Who is Aristotle?

Very good! Aristotle is a Greek philosopher and a
scientist.

He categorized terrestrial motion into three:
Natural motion, violent motion and alteration.

The teacher will flash the PowerPoint
Presentation in the class and will call random
students to read.

Natural motion
❖ is determined by the nature of an object’s
composition.
❖ every object, which may be composed of
any of the four terrestrial elements (earth,



From the activity given, ma’am. I think our topic for
today is all about motion.









Yes, ma’am!

Aristotle is a Greek philosopher, ma’am.

8. water, air, and fire), tends to go back to its
natural place

(The teacher will give an example).

Violent motion
❖ happens when an object is acted upon by
any external force.

(The teacher will give an example).

Alteration
❖ refers to a type of motion that describes
qualitative change.

(The teacher will give an example).

And those are the types of motion according to
Aristotle. What are those type of motion again?

What motion when an object tends to go back to
its natural place?

Very good!

Let’s proceed to our next discussion which is,
The Celestial Sphere.

The teacher will call someone in the class to
read.

What is Celestial Sphere?
➢ In ancient times, Earth said to be enclosed
in a rotating celestial sphere, where the
sun, moon, the stars, and other celestial
objects were attached to it. The points
directly over Earth’s North Pole and South











Natural motion, violent, motion and alteration.

Natural motion, ma’am.








The students are reading.

9. Pole are called the north celestial pole and
the south celestial pole, respectively. The
projection of Earth’s equator in the
celestial sphere is called the celestial
equator.

• Ecliptic – the sun’s apparent path
through the celestial sphere.
• Equinox – happens when the sun’s
position in the ecliptic intersects with
the celestial equator.
Earth experiences two equinoxes a year – the
vernal equinox in March and the autumnal
equinox in September

What are the two equinoxes a year?

Very good!

• Solstice – happens when the sun’s
position in the ecliptic reaches its
northernmost or southernmost point
relative to the celestial equator.
• Summer solstice – happens as the longest
day of the year.
• Winter solstice – occurs as the longest
night of the year.

The obliquity of the ecliptic refers to the angle of
inclination of Earth’s equator with respect to the
orbital plane.

Ptolemy proposed that the ecliptic of the sun
and the planets lie at an angle with Earth’s axis,
which made them different from the stars.












The two equinoxes a year is the vernal equinox and
autumnal equinox, ma’am.


The students are reading.

10. Earth’s Motion

Diurnal Motion and Annual Motion

Diurnal motion – refers to the daily rising
and setting of the sun.

Annual motion – refers to the apparent shift
in location of the stars.

• Precession of the Equinoxes – is an
ancient term for the gradual change in the
orientation of Earth’s axis.

The teacher will ask questions before
generalization.

















G. Finding practical
applications of
concepts and skills
in daily living
ELABORATE:

Guide Questions:
1. What was Aristotle’s view of motion?





Okay, very good!

2. What happens during the summer solstice?



Students Possible Answer:
1. Aristotle believed that motion was the natural state
of some objects, but others required an external force
to move. He also believed that everything in the
universe had a purpose and that heavier objects would
fall faster than lighter objects, based on their inherent
nature.


2. During the summer solstice, which happens
around June 21, the day is the longest of the year in

11. Very good!
the Northern Hemisphere. It marks the start of
summer.

H. Making
generalization and
abstractions about
the lesson

The teacher will ask few questions about the topic
to measure their understanding about the topic.

Very good! You really listen well during our
discussion, and that's why you were able to
provide the correct answers.

Students varied answers
I. Evaluating learning EVALUATION:

Instruction: Read the questions carefully and
encircle the correct answer.

Test I: Multiple Choice

1. He is an Ancient Greek philosopher and
polymath?

a. Phythagoras
b. Aristotle
c. Ptolemy
d. Galileo Galilei

2. What motion tends to go back to its natural
place?

a. Violent motion
b. Motion
c. Alteration
d. Natural motion








Answer:

Test I: Multiple Choice

1. Aristotle
2. Natural
3. March and September
4. Ptolemy
5. Summer solstice

Test II: Essay

1. Precession causes a gradual change in the position
of the Earth's axis, which means the timing of the
summer and winter solstices and the equinoxes
shifts slowly. This could lead to certain regions
receiving more sunlight during one part of the year
and less during another, potentially altering climate

12. 3. There two equinoxes a year the vernal equinox
and the autumnal equinox. In what month did
the vernal and autumnal equinox experiences?

a. April and October
b. November and December
c. March and September
d. January and February

4. He proposed that the ecliptic of the sun and
the planets lie at an angle with Earth’s axis?

a. Ptolemy
b. Aristotle
c. Parmenides
d. Anaxagoras

5. What solstice happens as the longest day of
the year.
a. Solstice
b. Winter solstice
c. Summer solstice
d. Equinox

Test II: Essay

1. Consider the precession of the equinoxes and
the changes in Earth’s axial tilt over thousands
of years. How might these long-term
astronomical changes affect the Earth's climate
patterns, and what potential consequences could
this have on ecosystems and human societies?

patterns. Over thousands of years, this could lead to
significant shifts in seasonal weather and
temperature patterns.



























J. Additional
activities for
EXTEND: ASSIGNMENT

13. application or
remediation
On a bond paper, create a diagram. Draw and
label the following:

1. Celestial Sphere (with the sun, moon, and
stars)

2. Ecliptic Path of the Sun

3. Vernal Equinox, Autumnal Equinox, Summer
Solstice, and Winter Solstice on the ecliptic


V: Remarks Proceed to Next Lesson.
VI: Reflection
A. No. Of learners who
earned 80% on the
formative
assessment

B. No. Of learners who
require additional
activities for
remediation


C. Did the remedial
lessons work? No.
Of learners who
have caught up
with the lesson.

D. No. Of learners who
continue to require
remediation

E. Which of my
teaching strategies
work well? Why did
these work?

14. F. What difficulties
did i encounter
which my principal
or supervisor can
help me solve?

G. What innovation or
localized materials
did i use/ discover
which i wish to
share with other
teachers?


Prepared by: Checked and Reviewed by
VERNA JELL A. AGUSTIN MARIA FELEZ B. MATIGNAO, MSc
Pre-service Teacher Cooperating Teacher